Agriculture Workforce Training for Collaborative Leadership (AWT4CL)

 By Tom Scales --  The Advisory Group for Southside Virginia Community College’s Agribusiness and Business programs meet every year. It is made up of business and industry leaders throughout SVCC’s 11 county service area. Every year people tell us that the need for the “soft skills” is often greater than their need for job skills when hiring people. A dairy farmer can teach people about cattle fairly easily because cattle are their livelihood. But it’s a different ballgame for that farmer to teach people about time management, politeness, neatness, communication, work ethic, motivation, responsibility, etc. Often, they will tell us, “we hire for attitude and then train for skills.”  Thus, they ask us to prepare our graduates for better attitude, willingness, and communication. For some, they see soft skills as more important than the actual job-related ones. (The milking machine they’d use on the job is probably different from the one I’d teach them on, so the farmer wo...

By Jama S. Coartney and Eric K. Kaufman --  The Agriculture Workforce Training for Collaborative Leadership  cohort met January 13, 2023, to check in and discuss topics of mutual interest, including PDSA projects, opportunities to share key insights with a broader audience, and the potential of incorporating digital badges into the learning management system. During the summer of 2022, each member of the cohort drafted a PDSA proposal to focus on an aspect of their teaching they would like to improve and test.  The January 2023 meeting focused on updates on this work.   The cohort faculty used  IdeaBoardz  to share news on pilot projects, gain feedback and insight from others, and explore ideas for future improvements.This video summarizes a discussion around the challenges faculty face with balancing the amount of class time to both engage with students and cover content.  The project blog  contains some updates from va...

by Dr. Mallory White --  I teach an introductory animal science course with mostly first-year students at Virginia Western Community College (VWCC), and some students have never given a formal individual presentation. In previous years, students would fail to do a presentation because it was too intimidating. Retention rates for these students dropped, and some did not return the next semester. To increase student success rates for final presentation projects, I implemented two strategies: social interaction and student ownership. First, social interactions are an important strategy to promote success in community college students.  Many develop support networks that can span their entire college career ( Karp, 2016 ). Rather than assigning individual presentations, students worked in groups of 3 to 4. To help address pitfalls related to group presentations, such as unequal contribution and social loafing , up to 20% of their grade was based on peer evaluation, which motiva...

 By Dr. Ben Casteel --  “Do It Well.  Make It Fun.” were the words etched into our January in-service schedule at Virginia Highlands Community College where I teach Horticulture & Agriculture courses.  Local author Ron Culberson was sharing his philosophy (and book title) on how to achieve excellence in the workplace through entertaining motivational mechanisms.  I couldn’t help but to ponder how I might make some of the more banal moments in my classroom more enjoyable for students.  Later that evening, while having a throwback family dinner in front of the television set, the epiphany occurred.  We would often play along with Jeopardy over dinner—and in that very moment—I realized this could be a way I could make exam review time more fun and engaging for my students. That Spring, I trialed using a Powerpoint template of the Jeopardy game show as our midterm and final exam review.  It was a smashing success for the outgoing extroverted s...

By Dr. Heather Lindberg --  Internships are a great opportunity for students to bridge the gap between classrooms—which emphasize theory with minimal practice and application—and industry, which focuses on applying theory and solving problems in real time with real consequences. Internships can help to address this gap. Research indicates that internships can help to ease this transition for students—from the classroom to the workforce—by providing dedicated mentorship, training, and experience within the industry setting (Veenstra, 2014) . Roanoke Valley, VA and surrounding areas are encouraging innovation related to agriculture, life sciences, and the biotechnology industry. Programs, such as Regional Acceleration and Mentoring Program (RAMP) , a regional business accelerator, help to support STEM-related startup companies.  Some of these startups will turn into companies, increasing employment opportunities in the region.  With these developments, there will be more o...

by Adam O'Neal, MBA --  Durable skills are in high demand by employers, but teaching these skills to students in an academic environment can prove challenging. Teaching classes focused primarily on durable skills can lead to students compartmentalizing the content into the context of a leadership class, for example, and failing to transfer the skills to practical applications in their field. In classes focused on content, group projects present opportunities to teach skills like teamwork, leadership, critical thinking and problem-solving. Executing this effectively in a way that explicitly conveys the skills being learned—without distracting from the content—can be difficult. I discussed concepts of durable skills—teamwork, communication, leadership, problem-solving and critical thinking—but I had no effective way to assess the process of executing the project. One possible solution is to create a structured instrument that addresses the durable skills being featured. Students...

by Jama S. Coartney and Eric K. Kaufman --  The Plan, Do, Study, Act (PDSA) Model for Continuous Improvement  has been around in one form or another since the 1930s. In the early days, Dr. W. Edwards Deming, an educator and engineer, called it either the  Shewhart's cycle or a cycle for learning and improvement . Have you ever heard of PDCA or Plan Do Check Act? In the 1950s, the business world derived PDCA from Deming's lectures and work. In fact, Moen and Norman (2009) note that PDSA was the basis for the Total Quality Management (TQM) framework, still used in business today. Deming, however, preferred that it be called the PDSA Model for Improvement; and so, people in the know tend to use the term PDSA.   Why use a PDSA approach in education? Today’s culture calls for data-driven disciplined inquiry; we see examples of this through the introduction of new terms, such as data analytics. As noted by the Deming institute, PDSA can provide a useful tool in...

  By Jama S. Coartney and Eric K. Kaufman --  Many have identified the need for more durable skills as students transition from school to the workforce. But, what exactly are durable skills? And why are they so important? Durable, employability, and soft skills have pretty much the same meaning. For example, the Association of Public & Land-Grant Universities defines employability skills as the “nontechnical skills used every day in the workforce to ensure the smooth operation of projects and offices.” America Succeeds and Training Industry also provide lists of competencies related to durable, employability, and soft skills. Examples of these types of skills can range from empathy to decision-making to adaptability. While these studies highlight the importance of—and need for—teaching these skills to current and future generations of workers, they do not provide much clarity on how to go about doing so. Luckily, Dr. Theo Dawson and team have developed teaching and lea...

 by Megan Seibel & Curt Friedel --  As educators, it is thrilling to witness a student’s AHA! , the proverbial “light bulb” moment. We see it when ideas are generated, connected, developed, executed, and shared. Some are on point, some seem tangential, but all are valuable.   The way in which our course content is designed and delivered has a direct impact on our students’ engagement and learning.   In developing assignments, establishing expectations for success in those assignments, and creating opportunities for input, feedback and growth, it is important to consider how we engage in these activities. Many of us may not stop to think about our own preferences in how these are structured when we develop them, and whether or not that is in alignment with our students’ needs and preferences.   Adaption-Innovation Continuum of Creative Style  As human beings, we are each hardwired in the WAY in which we prefer to generate ideas, utilize structure to imp...